Linguistic and Cultural Innovation in Schools: The Languages Challenge

234 Pages·2018·2.815 MB·

by  Jane Spiro, Eowyn Crisfield (auth.)

Jane Spiro and
Eowyn Crisfi eld
Linguistic
& Cultural
Innovation
in Schools
The Languages
Challenge
Linguistic and Cultural Innovation in Schools
“The five case studies spanning four continents that form the core of this inspirational
book demonstrate the power of schools, teachers, and communities to transform the
identities and future potential of our youth. The authors insightfully unveil the deep
structure of respect that underlies the transformative power of these schools—the cur-
riculum connects to the lives of students and expands their cultural and intellectual
horizons, students’ pride in their home languages is reinforced across the curriculum at
the same time as their linguistic repertoires are expanded, and leadership is shared hori-
zontally amongst all the educators in the school. These narratives stand in stark contrast
to the hierarchical constriction of student and teacher potential that ill-conceived educa-
tional reform efforts have engendered in many countries around the world.”
—Jim Cummins, University of Toronto, Canada
“This wonderful book provides a timely demonstration of the excellent work that takes
place worldwide in those schools that are embracing linguistic and cultural diversity. The
analyses of the showcase schools afford some superbly revealing and subtle insights into
the general observation that, regardless of geographical location or languages involved,
promoting linguistic diversity leads to benefits and enrichment for both learners and the
wider community. If you’re looking for a great resource for both academics and language-
teaching practitioners, look no further.”
—Androula Yiakoumetti, Author of Multilingualism and Languages in Education
“Spiro and Crisfield provide us here with innovative descriptions of how families, teach-
ers, school leaders, and children, in different social contexts act on their visions for mul-
tilingualism. This is a most valuable text, for the linguistic and cultural complexities in
the different settings are not hidden, but made visible as people engage in the work of
making their children bilingual through schools.”
—Ofelia García, The Graduate Center, City University of New York, USA
“This is a really interesting volume presenting a series of case studies adopting qualitative
methodologies from different schools across a range of countries, the aim of which is to
examine key questions about changing policy and practice within schools to better sup-
port multilingual learners. It offers insightful discussion on mechanisms of change and
will be an informative and fascinating read for anyone who works in the area of the
education of linguistically diverse pupils.”
—Victoria A. Murphy, University of Oxford, UK
Jane Spiro • Eowyn Crisfield
Linguistic and
Cultural Innovation
in Schools
The Languages Challenge
Jane Spiro Eowyn Crisfield
School of Education Crisfield Educational Consulting
Oxford Brookes University The Hague, The Netherlands
Oxford, UK
ISBN 978-3-319-64381-6 ISBN 978-3-319-64382-3 (eBook)
https://doi.org/10.1007/978-3-319-64382-3
Library of Congress Control Number: 2017954403
© The Editor(s) (if applicable) and The Author(s) 2018
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For Martin Spiro, born Miecik Szpiro 1922–2016
my father, who led the way
For David Burr,
who keeps the home fires burning while I am away gathering stories
Preface
The authors, Jane Spiro and Eowyn Crisfield, worked together from 2013
to 2015 on a pilot project entitled “Beyond EAL”, which was an investi-
gation of the relationship between teacher development and the EAL
learner in schools. Over the course of the project, they had many oppor-
tunities to discuss the different schools and school systems they had expe-
rienced and the unique challenges and approaches to language learning
in schools. When presented with the opportunity from Palgrave
Macmillan to co-author a book, they chose to focus the book on schools
they felt were pioneering innovative approaches to language. Each author
brought to the table experience with a wide variety of schools, in a wide
variety of contexts. The case studies were chosen to draw on different
contexts in terms of language issues, language contexts, and geographical
locations.
Each case study presents the story of a school and highlights the change
process through the perspective of the inside-changemakers and outside
observers. We chose this method to spotlight not only the schools, but
the people in the schools who are working hard to make their environ-
ment and programmes beneficial to all learners from the perspective of
languages. The research design in each case study engages the main edu-
cational stakeholders, including school leaders, teachers, parents, and the
community. The final chapter brings together key questions to guide
researchers in connecting research to practice, to guide leadership in
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viii Preface
inspiring and leading change, and to guide teachers in considering the
impact of their beliefs on classroom practice.
We hope the volume will provide food for thought for university
departments and school staff rooms in equal numbers, as we all work to
build bridges between research and practice for the benefit of language
learners in schools.
Acknowledgements
We would like to thank the many school leaders and educators who have
informed and inspired our research.
Jane is grateful to:
Jocelyn Romero Demirbag, who has been a pathway into Hawaii: it
has been a privilege and a revelation to learn about her work. The teachers
at the Pūnana Leo Pre-School, Kamehameha School, and Haleakala
Waldorf Schools on Maui, Hawaii, who so generously opened their
classes to me. I also thank the faculty at Honolulu Waldorf School:
Makalapua Alencastre, ‘Aulani Wilhelm, and Maka’ala Palmore whose
personal correspondence has hugely enriched the narrative in Chap. 2.
Jackie Holderness, who has shared so generously the story of the
Europa School, and the energy and vision which guided it. Also, warm
thanks for the support of the Europa School Principal Peter Ashbourne,
Primary Head Pascal Maréchau, Chair, and members of the Board of
Governors. Thanks as well to the teachers of German and French, who let
me observe at first-hand what the bilingual project means in practice.
Eowyn is grateful to:
Claudia van der Laar-Newson and Jane Keatley at the British School
of Amsterdam, who brought me into the school and the journey they
were undertaking, and allowed me to be a part of the process. And, espe-
cially, for demonstrating that positive change can come from within, even
in systems that do not require or support it. Thanks also to all the parents
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x Acknowledgements
and teachers who have welcomed me into the school year after year,
always with a smile and enthusiasm for learning something new.
To the whole Aga Khan Academies team, who have allowed me insight
into their inspirational project and gave permission to write about the
AKA Mombasa. Particular thanks to Monique Conn for bringing me in
to the project; Alexandra Holland for being my guide through the com-
plexities of the Academies; Isla Gordon and Bill O’Hearn, the AKA
Mombasa leadership who welcomed me into their world and supported
the journey we have been on together. And, of course, to the AKA
Mombasa Junior School teachers, who made me a Luo and gave me a
new name (Awino) as a sign of welcome, for their sharing of their chal-
lenges and successes and dedication.
Sarah Thomas and her inspirational work at the German European
School Singapore, along with Iain Fish during his time at GESS, who
took the time to reflect on the school’s path and connect to the ideals of
the IB. It’s been amazing to see the development of an innovative approach
to home languages in an international school. Also to the educators who
provided information for the complementary case studies: Mindy
McCracken and Lara Rikers from ISH and Julian Edwards from NIST,
thank you for your thoughtfulness, attention to detail, and reflection on
your schools and programmes.
Many thanks to Erin Crisfield (sidekickfreelance.ca), who helped so
much in the final preparation of this manuscript.
Contents
1 Mapping the Terrain 1
The Research Process 2
The Research Terrain 6
Overview 26
2 Connecting Students to a Sense of Place: Reviving Hawaii 31
Methodology 34
Jocelyn’s Story: On Sense of Place in Hawai‘i’s Waldorf Schools 37
Looking Out, Looking In: Insider/Outsider Readings 47
Why Does It Matter? 51
3 To Square the Particular with the Global: The Aga Khan
Academy Mombasa 57
School Context 58
Methodology 65
A School Journey to Linguistic Parity 66
xi